1
COMPARING THE EFFECTIVENESS OF USING JIGSAW
TECHNIQUE AND STUDENTS TEAM ACHIEVEMENT
DIVISIONS TECHNIQUE IN ENHANCING STUDENTS’
READING COMPREHENSION
(A Quasi Experimental Research at Second Grade Students of MTs Salafiyah Depok)
By:
DESWINDA ANDARINI
109014000086
DEPARTMENT OF ENGLISH EDUCATION
FACULTY OF TARBIYAH AND TEACHERS TRAINING SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY
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ABSTRACT
Deswinda Andarini (109014000086). Comparing the Effectiveness of Using
Jigsaw Technique and Students Team Achievement Divisions Technique (A Quasi Experimental Research at Second Grade Students of MTs Salafiyah Depok), Skripsi, Department of English Education, Faculty of Tarbiyah and Teachers Training, Syarif Hidayatullah State Islamic University Jakarta. 2013.
Advisors : Drs. Syauki, M.Pd., and Desi Nahartini, M.Ed.
Keywords : Jigsaw Technique, STAD Technique, Reading Comprehension
The objective of this study was to examine and to compare the effectiveness of using Jigsaw technique and Students Team Achievement Divisions technique on the students’ reading comprehension achievement of second grade. For this purpose the researcher selected the sample comprised 80 students studying at class VIII 3 and class VIII 4 of MTs Salafiyah Depok. Each class contained 40 students. Pre-test and post-test group quasi-experimental design was employed with a purposive sample in the form of two intact group of class VIII. Experimental class 1 was taught by using Jigsaw technique and the experimental class 2 was taught by using STAD technique. The data were collected from 20 test items which are tested to the students before and after treatment. T-test was applied to calculate the data and to test the hypothesis.
The research findings indicated that tobservation > ttable (14.47 > 1.99) which
means that the Null Hypothesis (H0) is rejected and the Alternative Hypothesis (Ha) is
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Quasi Experimental Research at Second Grade Students of MTs Salafiyah Depok), Skripsi, Jurusan Pendidikan Bahasa Inggris, Fakultas Ilmu Tarbiyah dan Keguruan, Universitas Islam Negeri Syarif Hidayatullah Jakarta. 2013.
Advisors : Drs. Syauki, M.Pd., and Desi Nahartini, M.Ed.
Keywords : Jigsaw Technique, STAD Technique, Reading Comprehension
Tujuan dari penelitian ini adalah untuk mengkaji dan membandingkan keefektifitasan penggunaan teknik Jigsaw dan teknik Students Team Achievement Divisions pada hasil belajar pemahaman membaca siswa kelas VIII. Untuk tujuan ini, peneliti memilih sampel yang terdiri dari 80 siswa yang belajar di kelas VIII 3 dan kelas VIII 4 di MTs Salafiyah Depok. Masing-masing kelas terdiri dari 40 siswa. Desain Quasi Experimental serta pre-tes dan post-tes digunakan dalam penelitian ini dengan teknik pengambilan sampel Purposive Sampling dengan murid yang utuh dari kelas VIII. Kelas eksperimen 1 diajarkan dengan menggunakan teknik Jigsaw dan kelas eksperimen 2 diajarkan dengan menggunakan teknik STAD. Data dari penelitian ini diperoleh dari 20 soal yang diujikan kepada siswa sebelum dan setelah diberikan treatment. T-test digunakan untuk menghitung data dan untuk menguji hipotesis penelitian ini.
Hasil penelitian mengindikasi bahwa thitung > ttabel (14.47 > 1.99) yang berarti
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ACKNOWLEDGEMENT
In the name of Allah, The Beneficent, The Merciful. All praises be to Allah for the blessing given to the researcher, so she could eventually accomplish this skripsi entitled Comparing the Effectiveness of Using Jigsaw Technique and Students Team Achievement Divisions Technique in Enhancing Students’ Reading Comprehension. Peace and Blessing be upon to the prophet Muhammad, who had guided mankind to the right path blessed by the lord.
In this opportunity, the researcher would like to remark the utmost thanks from her deep heart to the following people, who always helped, contributed, and empowered her to achieve a success in completing this skripsi.
1. For the honorable Drs. Syauki, M.Pd., and Desi Nahartini, M.Ed as the advisors of the researcher, for the guidance and patience in helping and correcting the researcher in writing this skripsi.
2. For the Head of English Education Department, Drs. Syauki, M.Pd., and the Secretary, Zaharil Anasy, M.Hum.
3. All lecturers of English Education Department who have given lot of things like motivation, guidance, knowledge and happiness during her study in English Education Department, Syarif Hidayatullah Jakarta State Islamic University Jakarta.
4. For the Principal, Vice-Principal, the English teachers and the students at MTs Salafiyah Sawangan Depok, for giving chance, permission and helping the researcher to conduct the research there.
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7. For all her friends in HMI Cabang Ciputat who have given the real meaning of life in campus.
May Allah bless them all, Aamiin.
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TABLE OF CONTENT
APPROVAL………. ii
ENDORSEMENT SHEET……….. iii
CERTIFICATION OF ORIGINALITY………... iv
ABSTRACT……….. v
ABTRAK……….. vi
ACKNOWLEDGEMENT………... vii
TABLE OF CONTENT………... ix
LIST OF TABLES………... xi
LIST OF FIGURES………. xii
LIST OF APPENDICES………. xiii
CHAPTER I INTRODUCTION A. Background of the Study………. 1
B. Identification of the Problem.……….. 5
C. Scope of the Study………... 6
D. Formulation of the Problem………. 6
E. Objective of the Study………. 6
F. Significance of the Study………. 6
CHAPTER II THEORETICAL FRAMEWORK A. Reading Comprehension……….. 7
1. Definition of Reading Comprehension………... 7
2. Purpose of Reading……… 9
3. Kinds of Reading………... 12
a. Intensive Reading……….12
b. Extensive Reading………... 13
B. Cooperative Learning………...13
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b. Procedure of Jigsaw Technique………... 17
4. STAD (Students Team Achievement Divisions) a. Definition of STAD Technique………... 18
b. Procedure of STAD Technique……… 19
C. Previous Studies……... 21
D. Framework of Thinking………... 23
E. Hypothesis………... 25
CHAPTER III RESEARCH METHODOLOGY A. Place and Time of the Research………... 26
B. Method of the Research………... 26
C. Content of Intervention……… 27
D. Population and Sample……… 28
E. Technique of Data Collecting………... 29
F. Technique of Data Analysis………. 30
G. Statistical Hypotheses………... 35
CHAPTER IV RESEARCH FINDINGS A. Description of the Data……… 36
B. Analysis of the Data………. 40
C. Discussion of the Findings………... 49
CHAPTER V CONCLUSION AND SUGGESTION A. Conclusion………...……… 51
B. Implication………... 52
C. Suggestion………...……. 52
BIBLIOGRAPHY……… 53
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[image:11.612.98.524.155.549.2]LIST OF TABLES
Table 4.1 Pre-test and Post-test score of Experimental Class 1………….. 36
Table 4.2 Pre-test and Post-test score of Experimental Class 2………….. 37
Table 4.3 Table of Frequency Distribution of Pre-test Result of Experimental Class 1……….. 39
Table 4.4 Table of Frequency Distribution of Pre-test Result of Experimental Class 2………... 41
Table 4.5 Table of Frequency Distribution of Post-test Result of Experimental Class 1………... 42
Table 4.6 Table of Frequency Distribution of Post-test Result of Experimental Class 2………... 43
Table 4.7 Data Recapitulation of Pre-test and Post-test………... 45
Table 4.8 Normality Test Results……… 45
Table 4.9 Homogeneity Test Result of Pre-test………... 46
Table 4.10 Homogeneity Test Result of Post-test………..47
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[image:12.612.99.520.153.551.2]xiii
LIST OF APPENDICES
Appendix 1 Profil of MTs Salafiyah Sawangan Depok Appendix 2 Lesson Plans
Appendix 3 Validity question test Appendix 4 Key answer of validity test Appendix 5 Pre-test and post-test question Appendix 6 Key answer of pre-test and post-test Appendix 7 Score list
Appendix 8 ANATES result
Appendix 9 Tabulation of Frequency Distribution Table Appendix 10 Normality Test
Appendix 11 Homogeneity Test Appendix 12 Hypothesis Test
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This chapter explains the background of the study, identification of the problem, scope of the study, formulation of the problem, objective of the study, and significance of the study.
A.
Background of the Study
Reading is one of the crucial skills to improve students’ general language skills in English. Mastering reading will help students understand and even comprehend well about the language. It will help students to build their other abilities because having good reading comprehension means that students know the vocabulary, grammar, and the message conveyed. It is like what has been
stated by Hamra and Syatriana, “for students, reading is a key to improve learning outcome in many fields of study. Reading is an inseparable part of any English course.”1 In addition, reading is also a necessary skill which should be mastered by foreign language students. Students’ duty is emphasized in comprehending any kinds of text. That is why reading becomes priority for foreign language students. Furthermore, Mikulecky and Jeffries explain some reasons why reading is important. “Reading helps you to think in English, enlarge your English vocabulary, help you improve your writing, may be a good way to practice your English if you live in a non-English-speaking country, …, and reading is a good
way to find out about new ideas, facts, and experiences.”2
It can be highlighted that reading is a necessary skill which should be mastered by students, especially for foreign language students.
Indonesia also considers reading as one of the main focuses in English subject. As stated in the curriculum Kurikulum Tingkat Satuan Pendidikan (KTSP 2006) “mata pelajaran bahasa Inggris bertujuan mengembangkan kemampuan
1
Arifuddin Hamra & Eny Syatriana, Developing A Model of Teaching Reading Comprehension for EFL Students, TEFLIN Journal, Vol. 21, No. 1, 2010, p. 28
2
2
berkomunikasi dalam bahasa tersebut, dalam bentuk lisan dan tulis. Kemampuan berkomunikasi meliputi mendengarkan (listening), berbicara (speaking), membaca (reading), dan menulis (writing)”.3
(The purpose of English subject is to develop communicative competence in English in the form of spoken and written. Communicative competence covers listening, speaking, reading, and writing). Additionally, reading is also tested in National Examination in Indonesia. Based on this fact, students are expected to master reading in order to pass the National Examination.
Nevertheless, in general, students’ mastery of reading English tends to be unsatisfactory. According to Mistar in Braine, the students’ reading achievement is still far from satisfactory.4 The same issue is also found in Indonesia, Hamra and Syatriana also state that “Many research results indicated that the ability of Indonesian students to read English texts was very low.”5 They further add that
“the result of the national examination for English subject was low.”6 It is also supported by an article of Nurhanifah and Widayati which remark the most common problem that hampers students in reading was the problem in understanding the text.7 The students usually found problems with the unfamiliar words used in the text. Another fact comes from Indonesian Central Bureau of Statistic/ Badan Pusat Statistik (BPS) in 2006. The bureau published that reading has not been an activity of getting the information by students. Students in Indonesia like to watch television (85.9%) and listen to the music or radio (40.3%) better than to read.8 It shows that reading has not been a priority of getting knowledge by the students in Indonesia. In other words, reading is not a favorite activity for most students.
3
Pusat Kurikulum, Balitbang Depdiknas, Standar Kompetensi Mata Pelajaran Bahasa Inggris SMP dan MTs, (Jakarta: 2003), p.14
4
G. Braine, Teaching English to the World: History, Curriculum, and Practice. (United State of America: Lawrence Erlbaum Associates, 2005)
5
Hamra and Syatriana. loc. cit.
6
Ibid.
7Devi Nurhanifah and Sri Widayati, “The Problems of Second Grade Students of SMPN
4 Malang in Learning English and the Efforts Made to Overcome Them.” Article in State University of Malang, 2012, p. 8, unpublished.
8
The students’ unsatisfactory or low achievement in reading might be caused by a number of factors. Dimyati and Mudjiono, for instance, mention that problems in learning can be caused by both internal and external factors. Internal factors include attitude toward learning, motivation, concentration, self confidence, intelligence, and study habit, while external factors include the teachers, teaching and learning facilities, learning environment, and curriculum.9
Furthermore, there are some problems appear in the literature. Firstly, Gebhard explains one of the problems which students face in reading English text
is “The “Getting Students to Read” Problem”10
which means that it is hard for teachers to make students read. He adds that “It is a constant struggle for teachers
to get students to attend to reading material in and out class.”11
Another problem stated by Cahyono and Widiati that the English Foreign Language teachers still use Grammar Translation Method (GTM), also called the “reading approach”, in the classroom. This method views that read a text in the target language is the central activity in language teaching. However, the emphasis of teaching was on word knowledge, that is, matching words in the foreign language text with their meanings in the students’ native tongue. Little attention was given to the process of arriving at an understanding of longer texts.12 In addition, Freeman explains that “in Grammar Translation Method, teacher is the authority in the classroom”.13 Therefore, the students become passive and they tend to only listen the teacher’s speech or explanation in front of the class. Also, students only do the translating activity in the classroom. It is such a boring time for the students in this high technology era.
The problems above show us that teachers have a very important role in an English reading class. Teachers as the classroom manager in the learning process in the classroom should find a good method to solve the problems. Teachers have
9
Dimyati and Mudjiono, Belajar dan Pembelajaran. (Jakarta: Rineka Cipta, 2009), p. 25 10
Jerry G. Gebhard, Teaching English as a Foreign or Second Language, (Michigan: University of Michigan, 1996), p. 213
11
Ibid.
12
Bambang Yudi Cahyono and Utami Widiati, The Teaching of EFL Reading in the Indonesian Context: The State of the Art, TEFLIN Journal, Vol. 17, No. 1, 2006, p. 37.
13
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to help students to enhance their reading interest and their reading comprehension by employing one good method.
As we all have known, there are many methods which appear to help learners in mastering the language and help the teachers accomplish their instructional objectives. One of the methods which can be used in teaching reading is Cooperative Learning. Steven, Slavin, & Farnish in Sharan remark that
“Cooperative Learning has been found to be efficient for the teaching of reading comprehension.”14
Cooperative Learning is one of the alternative strategies which engage students in learning to read. It is an approach which transforms the classroom from a collection of individuals to a network of groups. This method divides students into small groups. It expects the students to help each other in mastering the current knowledge by arguing and discussing.
Kessler argues that Cooperative Learning classes are often more relaxed and enjoyable than traditional classes. It creates a positive learning environment, with more students attentive to assigned tasks. As a result, academic achievement increases for all students.15 Then, it can surely help students in achieving English-language proficiency, especially reading. After that, the teachers’ role in Cooperative Learning are generally facilitating, monitoring students’ engagement with process, or clarifying information, rather than providing information.
There are many techniques in Cooperative Learning which can be applied by teachers in teaching-learning activities. They are Jigsaw, Students Teams-Achievement Division (STAD), Cooperative Integrated Reading and Composition (CIRC), Learning Together, Group Investigation, and Teams-Games-Tournaments (TGT).16
However, Jigsaw and STAD techniques are considered as remarkable techniques mentioned by some researchers. Jing Meng in Arthy.V and Nagaraj avered that “Jigsaw is benefited and also fostered the interest of students„ English
14
Shlomo Sharan (ed), Handbook of Cooperative Learning Methods, (London: Greenwood Publishing, 1999), p. 203
15
Carolyn Kessler, Cooperative Language Learning: A Teacher’s Resource Book, (New Jersey: Prentice-Hall, Inc, 1992), p. 3
16
study, aroused their motivation, and improved their reading ability. Jigsaw method embodies a learner-centered, teacher facilitated, positive interdependent communication. So, it is safe to say that Jigsaw approach is one of the most effective ways of teaching English reading.”17 Slavin in Sharan points out that
“Studies of STAD have documented significant gains in student self-esteem, liking of class, attendance, and behavior.”18 Another research done by Santosh which revealed that both Jigsaw and STAD proved to be more significantly effective in raising the academic achievement of students than the traditional method.19
Furthermore, the writer intends to investigate about which technique from both Jigsaw and STAD enhance students’ reading comprehension more. As far as the writer concerns, there is no research which compares those two techniques in teaching reading. That is why the writer is going to research that problem. The study investigates the difference learning result between Jigsaw and STAD technique.
B.
Identification of the Problem
Based on the explanation of background of the study, there are some
problems or factors which influence students’ low reading competence. Those are
identified as follows:
1. Students’ reading achievement is still far from satisfactory. 2. Students have low motivation to read English text.
3. Students’ environment does not support them to read English text. Therefore, reading has not been an activity of getting the information by students.
4. The teachers are hard to encourage students to read.
17
Arthy.V and P. Nagaraj., Enhancing Reading Comprehension Skills through Small Group Interaction Techniques: A Comparative Study, International Journal of Scientific Research,
Vol. 1, 2012, p. 76. 18
Sharan, op. cit., p. 6. 19
6
5. The teachers’ pedagogy competence in managing the learning process is low. Teachers still think that they are the main source in learning.
6. The teaching method which is used by teachers is not suitable with the
students’ condition nowadays.
C.
Scope of the Study
The study focuses on what technique of Cooperative Learning which is more effective in teaching reading in the classroom. It is because those two techniques are the most familiar techniques used in the classroom.
D.
Formulation of the Problem
Based on the background above, the writer formulates the research question:
“Which technique of Cooperative Learning is more effective to enhance students’ reading comprehension?”
E.
Objective of the Study
The implementation of Cooperative Learning method in teaching reading has been emerged from research of the former students of English Education Department. Hence, the researcher thought that further research about the implementation of Cooperative Learning method is needed.
F.
Significance of the Study
The result of the study is expected to be useful and to give information for MTs Salafiyah’s teachers in order to offer them a good way to teach reading and
help them in increasing the students’ reading interest through cooperative
learning; Jigsaw and STAD technique. This study is also hoped to bring good
effect for students’ reading comprehension and of course to increase students’
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CHAPTER II
LITERATURE REVIEW
This chapter explains generally about the definition of reading comprehension, purpose of reading, kinds of reading, cooperative learning, key elements of cooperative learning, jigsaw technique, students team achievement divisions technique, previous studies, and hypothesis.
A.
Reading Comprehension
1. Definition of Reading Comprehension
Reading is possibly the most important learning skill. It seems to be an effective way to get a lot of information. There are so many experts who give the various definition of reading. According to Susan E. Israel, “Reading comprehension is the process which is active and complex within understanding printed page, expanding and interpreting meaning, and using meaning as suitable to text type, purpose and situation.”1
In addition, Pamela J. Farris quoted from Zemelman, Daniels, and Hyde state
that “Reading means getting meaning from the print. The essence of reading is a transaction between the words and the author and the mind of the reader, during which meaning is constructed.”2 Then Grabe and Stoller also remark that “Reading is ability to draw the meaning from the printed page and interpret this information appropriately.”3 Another statement comes from Aebersold and Field who claims that
“Reading is what happens when people look at a text and assign meaning to the written symbols in that text.”
1
Susan E. Israel and Gerald G. Duffy (ed.), Handbook of Research on Reading Comprehension, (New York: Routledge, 2009), p. 32
2
Pamela J. Farris, Carrol J. Fuhler and Maria P. Walhater, Teaching Reading: The Balanced
Approach for Today’s Classroom, (New York: McGrawHill, 2004), p. 324 3
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Based on some opinions given above, the writer underlines that reading is the interaction between the writer and the reader through the written language using the process of transfer idea or information from the writer to the reader. It means that the main goal of reading must be comprehension. Therefore, it may be said that comprehension is the main part of reading.
Undoubtedly, reading cannot be separated from comprehension. Comprehension can be said as the core point in reading. It is in line with the statement of Paris and Hamilton in Israel which avers that “Without comprehension, reading words is reduced to mimicking the sounds of language, repeating text is nothing more than memorization and oral drill, and writing letters and characters is
simply copying or scribbling.”4
They add that “Reading comprehension is only a subset of an ill-defined larger set of knowledge that reflects the communicative interactions among the intentions of the author/speaker, the content of the text/message, the abilities and purposes of the reader/listener, and the context /situation of the interaction.”5 Another expert also defines reading comprehension as
“the process of simultaneously extracting and constructing meaning through interaction and involvement with written language.”6 It simply put that comprehension happens when the readers read the text and after that they obtain some information from it. That is why comprehension is needed in reading. As what has been stated by Lems, Miller, and Soro that reading comprehension is the capability to pervade messages from the text.7
Such interaction will happen if the reader can get and recognize the meaning or information from the printed words. Comprehension can also be defined as linking
4
Israel. loc. cit.
5
Ibid.
6
JoAnne Schudt Caldwell, Comprehension Assessment, (New York: The Guilford Press, 2008), p. 4
7
new information to what we know from our background knowledge.8 Consequently, the reader is supposed to have background knowledge or idea about the text in order to help the reader to have a better understanding about the text. It is supported by Gillet who says that “Comprehension requires an active reader, one who is confident and curious enough to bring her own ideas to the reading and to question the ideas in the text.” 9 Nunan also avers that “Good readers are able to relate the text and their
background knowledge efficiently.”10
In sum up, reading comprehension is an active process to decode and to construct the meaning or the messages that the author wishes to communicate through the text by using the prior knowledge.
2. Purpose of Reading
Every time people read, they read for a purpose. They have something to search for and get after they read. Intentionally or not, people/reader will immediately think about the decision what they want to read and the goal of their reading. The reader usually read partly for information. But the reader also reads with a goal to finish their reading rapidly. On the other cases, academic or professional people ordinarily need the ability to synthesize information from multiple reading sources in any kind of types. It was explained that “They need to remember and to combine points of comparison or opposition, to assess the relative importance of information, and to construct a framework in which the information will be organized.”11
Based on the explanation above, it can be said that people have different purposes when they read and each purpose defines how people read a text. As similar
8
Juddy Willis, Teaching the Brain to Read, (Alexandria: Association for Supervision and Curriculum Development, 2008), p. 127
9
Jean Wallace Gillet, Understanding Reading Problem; Assessment and Instruction, (Boston: Pearson Education, Inc, 2012), p. 166
10
David Nunan, Designing Tasks for the Communicative Classroom, (Cambridge: Cambridge University Press, 1999), p. 33
11
10
with the statement of Aebersold and Field which remark that “People vary reading behavior according to their purpose for reading.”
Grabe and Stoller mention that there are seven purposes of reading, namely: reading to search for simple information, reading to skim quickly, reading to learn from texts, reading to integrate information, reading to write, reading to critique texts, and reading for general comprehension.12 The explanation of those purposes as follows:
a. Reading to search for simple information and reading to skim
Whatever people’s reasons for reading, it does not mean that people are attracted in the pronunciation of what they read, and even less seems that they are interested in the grammatical structures used. Nuttal says that
“People read because they want to get something from the writing.”13 Most people argue that reading to search for simple information is a common reading purpose. In reading to search, the readers typically scan the text for a specific piece of information or a specific word.14 Another way to search for simple information in reading is skimming. Skimming is also included in this type of aim which is the ability to identify main ideas while very rapidly and selectively skipping over the reading material. “It is selective reading, in which only certain parts of the text are actually read.”15
b. Reading to learn from texts
This purpose usually exists in academic and professional contexts. It happens when the reader needs to learn important information from a text. This purpose of reading needs the ability to memorize main ideas, recognize and build rhetorical frames in the texts and link the text to the
12
Ibid.
13
Christine Nuttall, Teaching Reading Skills in a Foreign Language, (Oxford: The Bath Press, 1996), p. 3
14
Grabe and Stoller, op. cit., p. 13 15
reader’s background knowledge. The reading rates when reading to learn is slower than general reading comprehension because it requires a deep comprehension of the text. Therefore, the reader sometimes should reread and reflect the text in order to remember the information.16
c. Reading to integrate information, write and critique texts
When the reader’s purpose is to integrate information, to write, and to critique texts, the reader has to decide what information to integrate and how to integrate it for the reader’s goal. Also, the reader requires the ability to compose, to select, and to critique information from a text.17 d. Reading for general comprehension
Reading for general comprehension is the most basic purpose, underlying and supporting most other purposes for reading. This purpose is not as easy as most people think about it. It is actually more complex than most people assumed. Mikulecky and Jeffries state that “reading comprehension
is problem.”18
It requires very rapid and automatic processing of words, strong skills in forming a general meaning representation of main ideas, and efficient coordination of many processes under very limited time constraints.19
Additionally, Williams in McDonough and Shaw classifies the reason of reading into:
a. getting general information from the text b. getting specific information from a text c. for pleasure or for interest 20
16
Ibid., p. 14 17
Ibid.
18
Mikulecky and Jeffries, op.cit., p. 293 19
Ibid.
20
Jo McDonough and Christopher Shaw, Materials and Methods in ELT: Second Edition A
12
In real life, reading purposes constantly vary. People or reader has different purposes when they read. McDonough and Shaw, quoted from Rivers and Temperley, also list some reasons or purpose that people want to read as follows:
a. To obtain information for some purpose or because we are curious about some topic.
b. To obtain instructions on how to perform some task for our work or daily life.
c. To keep in touch with friends by correspondence or to understand business letters.
d. To know when or where something will take place or what is available. e. To know what is happening or has happened (as reported in newspapers,
magazines, reports)
f. For enjoyment or excitement 21
Based on the purposes which have been mentioned above, the writer is in the opinion that the reader has his/her own purposes in reading. It is based on what reader needs and what reader wants, but the main thing is that the reader wants to get new information.
3. Kinds of Reading
a. Intensive Reading
According to I. S. P. Nation, “intensive reading is the grammar-translation approach where the teacher works with the learners, using the first language to explain the meaning of a text, sentence by sentence.”22 In addition, Nuttal states that “intensive reading involves approaching the text under the guidance of a teacher or a task which force the student to focus on the text.”23 From those two definitions about intensive reading, the writer summarized that intensive reading aimed at teach students to comprehend the text. It is stated that “one goal of intensive reading may be comprehension of
21
Ibid.
22
I. S. P. Nation, Teaching ESL/EFL Reading and Writing, (New York: Routledge, 2009), p. 25
23
the text.”24 Furthermore, the objective of this intensive reading is not only to emphasize on the comprehension or what the text means, but also to focus on how the meaning is produced. Therefore, intensive reading allows students to understand the message on the text and to increase their knowledge of language features.
b. Extensive Reading
The idea of extensive reading is not very contrasting with intensive reading. “Extensive reading fits into the meaning-focused input and fluency development strands of a course, depending on the level of the books that the learners read.”25 Extensive reading gives the chance for students to have a fluency in reading. It allows students to read a lot of texts or books and try to more focus on the meaning rather than the language features of the text.
B.
Cooperative Learning
1. Definition of Cooperative Learning
There are some experts who freely define Cooperative Learning. It has been defined as follows:
Cooperative learning is highly effective classroom intervention, superior to most traditional forms of instruction in terms of producing learning gains and student achievement, higher – order thinking, positive attitudes toward learning, increased motivation, better teacher – student and student – student relationships accompanied by more developed interpersonal skills and higher self – esteem on the part of the students.26
Another opinion from Olsen and Kagan in Kessler regarding the cooperative learning is that “Cooperative Learning is group learning activity organized so that learning is dependent on the socially structured exchange of information between
24
I. S. P. Nation. loc. cit.
25
Ibid., p. 49 26
14
learners in groups and in which each learner is held accountable for his or her own learning and is motivated to increase the learning of others.”27 It encourages students to read and to share their knowledge with their friends. According to Johnson, Johnson, and Holubec in Cayabyab and Jacobs, “Cooperative Learning is the instructional use of small groups so that students work together to maximize their own and each other’s learning.”28
Based on all statements above, the writer is in the opinion that cooperative learning is a learning model which provides opportunity to interact and to communicate among students each other and they take responsibility of their friends. It can be highlighted that cooperative learning offers the ways to organize group work to enhance learning and increase academic achievement. Definitely, Cooperative Learning has so many techniques through it which can be applied by teachers in teaching-learning activities, such as; Jigsaw, Students Teams-Achievement Division (STAD), Cooperative Integrated Reading and Composition (CIRC), Learning Together, Group Investigation, and Cooperative Scripting.
2. Key Elements of Cooperative Learning
In general, there are five essential elements of Cooperative Learning as follows:
a. Positive interdependence
Johnson and Johnson in Sharan state that “Positive interdependence is the perception that you are linked with others in such a way that you cannot succeed unless they do (and vice versa), that is, their work benefits you and your work benefits them.”29 It happens when each group members feel that they are responsible to their friends and so their friends (the other
27
Carolyn Kessler (editor), Cooperative Language Learning. (Englewood Cliffs: Prentice-Hall, inc., 1992), p. 8
28
Eleonor C. Cayabyab and George M. Jacobs, Making Small Groups Work Via Cooperative Learning, The ACELT Journal, Vol. 3, Number 2, 1999, p.28
29
group members).30 This element is the main idea in cooperative learning. It makes students to maximize the learning of every member.
b. Face-to-face promotive interaction
This element means that in cooperative learning, the students are led and promoted to interact with their group members, to help, to support, to encourage and to praise each other.31
c. Individual accountability
This individual accountability occurs when the performance of each individual student is assessed and the results are given back to the group and the individual. It is in line with Richard and Rogers statement that
“individual accountability involves both group and individual performance, for example, by assigning each student a grade on his or her portion of a team project or by calling on a student at random to share with the whole class, with group members, or with another group.”32 d. Social skills
Social skills determine the way students interact with each other as teammates. It means that cooperative learning teach students to have interpersonal and small-group skills.33
e. Group processing
“Group processing exists when group members discuss how well they are achieving their goals and maintaining effective working relationship.”34 It is such evaluation that every group should do in order to have a better
30
Jack C. Richards and Theodore S. Rogers, Approaches and Methods in Language Teaching,
(New York: Cambridge University Press, 2001), p. 196 31
Sharan, loc. cit.
32
C. Richards and S. Rogers, op. cit., p. 197 33
Sharan, op. cit., p. 59 34
16
understanding in the next session. In short, the students should asses how to work effectively.35
3. Jigsaw Technique
a. Definition of Jigsaw Technique
Jigsaw is one of the alternative strategies which engage students in learning to read. Joyce, Weil and Calhoun remark that “Jigsaw is a type of cooperative learning experience that promotes both academic and social goals
for students.”36
The strategy is an efficient teaching method that also encourages reading, listening, engagement, interaction, teaching, and cooperation by giving each member of the group an essential part to play in the classroom activity.37
Jigsaw is a cooperative learning technique that provides students with an opportunity to actively help each other in their learning.38 The purposes of Jigsaw are to develop teamwork and cooperative learning skills within all students, to help students develop a depth of knowledge which is not possible if students try and learn all of the material on their own, and to expose
students’ own understanding of a concept as well as reveal any misunderstandings because students are required to present their findings to the group in Jigsaw learning. Because group members must work together as a team to accomplish a common goal; each person depends on all the others, so all the students will read a lot to comprehend the materials that they have to be explained to their other friends. From Jigsaw technique, students can
35
Yatim Riyanto, Paradigma Baru Pembelajaran: Sebagai Referensi Bagi Pendidikan dalam Implementasi Pembelajaran yang Efektif dan Berkualitas, (Jakarta: Kencana, 2009), p. 270
36
Bruce R. Joyce, Marsha Weil, and Emily Calhoun, The Models of Teaching, (tt.p, Pearson/Allyn and Bacon Publisher, 2008), p. 145
37
Sofan Amri and Iif Khoiru Ahmadi, Konstruksi Pengembangan Pembelajaran, (Jakarta: Prestasi Pustaka Publisher, 2010), p.
38
improve their English reading skills all along day whenever and wherever they want.39
b. Procedure of Jigsaw Technique
Jigsaw technique has four generic stages in the process, they are: a. Stage 1: Preparation for Jigsaw40
The teacher considers the lesson content and determine whether Jigsaw technique fits his/her instructional objectives. He/she considers whether the lesson content can be examined, learned, and then taught by expert group independently. He/she considers also the time that will be used and the group size. Then, the teacher organizes the class into
heterogeneous “home” groups. After that, the teacher introduces a topic, text, information, or material to the class.
b. Stage 2: Working through Jigsaw41
Students first work in expert groups to learn the material they will be responsible to share with their home groups later in the lesson.42
c. Stage 3: Adaptation of the original Jigsaw structure43
In this stage, teacher modify Jigsaw’s original format to suit special needs or constraints in the classroom.
d. Stage 4: Using Jigsaw as an assessment tool44
An authentic assessment of social skills and group process skills can be accomplished by observing students in a jigsaw lesson.
39
Robert E. Slavin, Cooperative Learning: Theory, Research, and Practice Second edition,
(Boston: Allyn and Bacon Company, 2005) p. 237 40
Joyce, op. cit., p. 156 41
Ibid, p. 157 42
Kessler, op.cit., p. 142 43
Joyce, op. cit., p. 159 44
18
According to Aronson in Thomas Lickona, there are ten steps considered to be important in the implementation of the Jigsaw classroom: 45
1. Divide students into 5 or 6 person Jigsaw groups. The group should be diverse in terms of gender, ethnicity, race, and ability. 2. Appoint one student from each group as the leader. Initially, this
person should be the most mature student in the group. 3. Divide the day’s lesson into 5-6 segments
4. Assign each student to learn on segment, making sure students have direct access only to their own segment.
5. Give students time to read over their segment at least twice and become familiar with it. There is no need for them to memorize it. 6. Form temporary “expert group” by having one student from each
Jigsaw group join other students assigned to the same segment. Give students in these expert groups time to discuss the main points of their segment and to rehearse the presentation they will make to their Jigsaw group.
7. Bring the students back into their jigsaw group
8. Ask each student to present her or his segment to the group. Encourage others in the group to ask questions for clarification. 9. Float from group to group observing process.
At the end of the session, teacher gives an oral test on the material so that students quickly come to realize that these sessions are not just fun and games but really count.
4. STAD (Students Team Achievement Divisions)
a. Definition of STAD
Student Teams Achievement Divisions (STAD), developed by Slavin, is “a form of cooperative learning that uses multiability teams to teach facts, concepts, and skills. It encourages students work together to learn and are responsible for their own as well as others’ learning.”46 Additionally, Slavin in Sharan avers that the main idea behind STAD is “to motivate students to
45
Thomas Lickona. Educating for Character. (New York: Bantam Book, 1992), p. 192 46
encourage and help each other master skills presented by the teacher.”47 Slavin also adds that “it is a generic method of organizing the classroom rather than a comprehensive method of teaching any particular subject;
teachers use their own lessons and other materials.”48
In short, STAD emphasizes the use of team goals and team success, which can only be achieved if all members of the team learn the objectives being taught by the teachers.
STAD is commonly used with the Direct-Instruction Model. Actually, direct instruction follows three steps: class presentation, guided practice, and independent practice. Slavin in Sharan points out the general steps to implement STAD in the classroom as follows:
“In Student Teams-Achievement Divisions (STAD), students are assigned to four-member learning teams that are mixed in performance level, gender, and ethnicity. The teacher presents a lesson, and then students work within their teams to make sure that all team members have mastered the lesson. Finally, all students take individual quizzes on the material, at which time they may not help one another.”49
Students’ quiz scores are compared to their own past averages, and
points are awarded on the basis of the degree to which students meet or exceed their own earlier performance. These points are then summed to form team scores, and teams that meet certain criteria may earn certificates or other rewards.
b. Procedures of Students Team Achievement Divisions (STAD)
Procedure of STAD consists of few steps as follows: a. Preparation
1. Prepare the materials first before it is started.50
47
Sharan, op. cit., p. 4 48
Ibid, p. 5 49
Ibid.
50
20
2. Share students into groups. As we know that STAD groups represent all of the classrooms include academic achievement, sex, race, and ethnic. Each group consists of four to five students.51 3. Determine the beginning score and explain it to the students.52 The
beginning score is representative from the latest average score or it can be acquired from their last year score.
b. Performing
1. Teacher must develop the students’ curiosity by delivering how important the materials that they will learn at the time in their life. 2. Teacher should make the students working together to find a new
concept or to raise their motivation in learning.
3. Repeat the requirements or information as long as it is needed. 4. Teacher explains or presents the materials completely at the
beginning of the class while students listen attentively.
5. After presenting the materials, teacher let the students study and learn together in their groups. Teacher role as facilitator who helps
the students when they face the difficulty. Students’ responsibility
is to understand the materials and help other members. Then, make sure that all members understand the materials and get a perfect point for each individual quiz.53
c. Closing
1. Team recognition. In this stage, “teacher figures individual improvement scores and team scores and award certificates or
other team rewards.”54
It means that at the end of learning process after quiz, let students count their score by using rules for points.
Then, calculate team’s score by using the students’ progress point.
51
Ibid.
52
Kessler, op.cit., p. 20 53
Sharan, op. cit., p. 13 54
Make sure that every team will get an award because there is no competition among groups in the class.
C.
Previous Studies
Some studies dealing with the investigation of how Cooperative Learning
improves students’ reading comprehension, especially Jigsaw technique and STAD
technique, were conducted by some researchers. The brief explanation of those studies is described as follows:
A research was done by Firman Adi Saputra (2011) in the Second Grade of SMP Al-Hidayah, Lebak Bulus. The research focuses on a classroom action research about whether Jigsaw technique can improve students’ reading comprehension ability in reading narrative text or not. The result of the study shows that learning through Jigsaw of cooperative learning model can improve learning motivation, the reading ability and the reading achievement of the students. The average score in the pre-test is 5.017 and it becomes 7.260 after using jigsaw technique.
Lailatul Qodriah (2012) conducted a study in order to investigate the
improvement of students’ reading comprehension of eight grade of SMPI Al-Syukro Universal Ciputat after using Jigsaw technique in teaching reading. She found that the result of post test in the second cycle of CAR gained 18 students who passed the KKM or 81.81% students and mean score is 81.36. Therefore, the implementation of jigsaw technique can improve students’ reading comprehension.
22
Another research related to STAD is entitled The Effectiveness of Using STAD Technique in Teaching Reading. The research was conducted by Siti Patonah Khoerunnisa (2011) who wanted to find the empirical evidence of the differences between students’ achievement in learning reading which is concerned with Recount text by using STAD technique and Reading Comprehension Questions Technique. The research was an experimental research. It used T-test to calculate the data and to test the hypothesis. The research result reveals that the use of STAD technique is more effective in teaching reading of Recount text than Reading Comprehension Questions Technique and there is a significant difference achievement in learning reading of Recount text between the students who are taught by using STAD Technique and the students who are taught by using Reading Comprehension Questions Technique.
Santosh (2012) conducted a comparative study of the effectiveness of STAD and Jigsaw Technique on the students’ learning outcomes and self-concept in a Mathematic classroom of seventh graders. A quasi experimental design was employed with a purposive sample in this study. The results of the study reveal that STAD and Jigsaw contribute towards raising the academic achievement and self-concept of students in contrast to traditional methods. Jigsaw showed a significant higher on achievement than STAD method under cooperative learning. It suggests that STAD and Jigsaw are equally effective in developing self-concept among students even though Jigsaw appeared to be much too higher in mean scores than the mean score of STAD which may be due to an error of minor consequence.
D.
Framework of Thinking
Reading as one of the important skills
students’ reading
comprehension problem
students' reading achievement
is low
low motivation
un-supported
environ-ment
choosing the alternative method which engage students in learning to
read
Jigsaw and Students Team Achievement Divisions technique of
Cooperative Learning
enhancing students’ reading comprehension the teachers
are hard to encourage students to
read
hard to manage
the classroom
the teaching method is not
suitable with the students
24
One of the important skills which improve students’ general language skills in English is reading. Reading is the interaction between the writer and the reader through the written language using the process of transfer idea or information from the writer to the reader. By mastering reading, students will be able to comprehend and to use the language because it also builds the other abilities. In addition, reading is also tested in National Examination in Indonesia. Consequently, students need to have good reading ability to pass the National Examination.
On the other hand, many research results showed that the ability of Indonesian students to read English texts was very low. It was found that the problem in understanding the text was the most common problem that impeded students. Indonesian Central Bureau of Statistic published that students do not place reading as the main activity of getting the information anymore. Besides that, the cause of
students’ low ability in reading appeared from the teacher. It was quite difficult for teacher to invite students to read in the classroom. It was discovered that students tended to be passive in the classroom and only got the material without considering that the reading material is important for them. Hence, the teachers as a classroom manager are expected to create a situation where students are courageous to read.
E.
Hypothesis
To find out is there any differences between the study result of reading using Jigsaw technique and STAD technique, therefore the hypothesis of this research are:
1. ; There is no difference between students’ achievement of class VIII of MTs Salafiyah Sawangan Depok in reading using Jigsaw technique and STAD technique.
26
CHAPTER III
RESEARCH METHODOLOGY
This chapter generally describes the place and time of the research, the method of research, the population and sample of the research, the technique of data collecting, the technique of data analysis, and the statistical hypotheses.
A.
Place and Time of the Research
This research was conducted at second grade of MTs Salafiyah. It is located at Jalan H. Sulaiman No.09 Bedahan, Kec. Sawangan, Depok. The research was started from November until December 2013.
B.
Method of the Research
This study was conducted by using An Experimental Design. According to Nunan, experiment is a procedure for testing a hypothesis by setting up a situation in which the strength of the relationship between variables can be tested.1 In addition, Kothari remarks that “Experiment is the process of examining the truth of a statistical hypothesis, relating to some research problem.”2 Creswell also states that “Experiment is used when you want to establish possible cause and effect between independent and dependent variables.”3
This study used A Quasi Experiment Design specifically. It is a development design from True Experimental Design. A Quasi Experiment Design is an
1
David Nunan. Research Method in Language Learning. (New York: Cambridge University Press, 1992), p. 25
2
C. R. Kothari. Research Methodology: Methods and Techniques. (New Delhi: New Age International Publisher, 2004), p. 35
3
experimental design in which the variable cannot be randomly assigned.4It is because the interactions of variable with other factors are possible.5
This research divided the population into two experimental groups. The first group will be given the treatment of Jigsaw technique and the second group will be given the treatment of Students Team Achievement Divisions technique.
Research Design of Two Group Pretest Posttest Design
Group Pretest Treatment Posttest
E1 = Class which use Jigsaw technique
E2 = Class which use Students Team Achievement Division (STAD) technique
T1 = Pretest of Jigsaw Group
T2 = Pretest of STAD Group
X1 = Implementation of Jigsaw Technique
X2 = Implementation of STAD Technique
T1 = Posttest of Jigsaw Technique
T2 = Posttest of STAD Technique
C.
Content of Intervention
This research spent three weeks for the experiment. There were two experimental classes in this research. They were experimental class 1 and experimental class 2. Experimental class 1 was given Jigsaw technique and experimental class 2 was given STAD technique. The total of the treatments in both classes were six meetings. The researcher held three meetings for each class. The materials which were given during this research were all about recount text. In the
4
Ibid., p. 309 5
28
first meeting, the researcher taught students about the generic structure of recount text and the communicative goal of recount text. In the second meeting, the materials were about the language features of recount text. In the last meeting, the researcher taught students about how to identify the main idea in the recount text and how to identify the information in the text. Those materials were given to both classes; experimental class 1 and experimental class 2. Before giving the treatment, the researcher administered a pretest and after the treatment, the researcher gave a posttest to both classes.
D.
Population and Sample
The population of this study consists of four classes of VIII (second grade) semester 1 in MTs Salafiyah Sawangan, Depok in teaching period 2013/2014. The total of population was 160 students. Participants in this experimental study were those individuals tested by the researcher to determine if the intervention made a difference in one or more outcomes. The sampling technique of this research is Purposive Sampling. It is purposive because the sampling is determined by certain considerations.6 The sample was 80 students from two classes; VIII 3 and VIII 4. The writer implemented Jigsaw technique in the first class (VIII 3) and STAD technique was implemented in the second class (VIII 4). Before the researcher conducted the research, she made sure that both classes have the same characteristic by doing a pre observation. She observed the teaching and learning process in the classroom once and she saw the students’ reading score from their real teacher. It was found that the students from both classes have the same characteristic. The writer chose the second-grade because reading skill is the crucial skill for them in the preparation of facing the National Examination at the third grade.
6
E.
Technique of Data Collecting
The instrument of this study is a test of English. The tests are in the form of pretest and posttest. The writer used the same test for pretest and posttest. Creswell states “Pretest provides a measure on some characteristic that the researcher assesses for participants in an experiment before they receive a treatment.”7 Pretest will be administered in both classes of second grade students at MTs Salafiyah. It consists of some questions related to the reading comprehension. It is necessary to do the Pretest because the researcher wants to determine or know the students’ beginning knowledge before they are given the treatment and the data of Pretest will be compared with the data of Posttest later on. Then, after the treatment, the researcher will hold another reading test which is called as Posttest. “Posttest is a measure on some attribute or characteristic that is assessed for participants in an experiment after a treatment.”8
The researcher arranged 40 items of the tests taken from some books of English for Second Grade. Those test items should represent all the second grade’s course objectives which are stated in the curriculum. Before the test is applied, the 40 items of the tests were tested first toward students of Third grade to know its validity and reliability. It is called the instrument test. The instrument test is needed because it is the characteristic and the rule of experimental research that the data which will be used should be valid and reliable. There are some regulations of the instrument test, namely: determining the validity, reliability, difficulty index and discriminating power. The validity and reliability of the pilot project test was analyzed by using ANATES software. In the ANATES software, all the result of instrument test will be shown include the difficulty index and discriminating power.
According to Nunan, “Validity has to do with the extent to which a piece of research actually investigates.”9 While “Reliability refers to the consistency of the
7
Creswell, op.cit., p. 297. 8
Ibid
9
30
results obtained from a piece of research.”10 Difficulty Index test tends to be used to know whether the question in the test is easy, medium, or difficult. Meanwhile, Discriminating Power is the capability of test item to differentiate between students who have high competence and students who have low competence.
Based on the result of validity and reliability test, it was gained that from 40 numbers of questions, there were 15 numbers of questions which were valid to be applied in the test and there were 25 questions were not valid. Due to the questions were needed in the research were 20 questions, the researcher revised 5 questions to complete the questions. From validity test, it was gained 2 numbers were categorized as very easy questions, 7 numbers were average, 5 numbers were hard, and 1 was very hard. The reliability value for 20 questions which was used from ANATES software was 0.58. According to Frisbie, when test is developed and made by teacher, a reliability of .5 is acceptable. After the instrument test was done, the 20 test items then ready to be administered to the students in experiment class 1 and experiment class 2.
F.
Technique of Data Analysis
1. Frequency Distribution Table
This table is a tool of presentation consisting of columns and rows and there are numbers which describe the division of frequency from variable which is researched.11 Steps to make frequency distribution table is shown below:
a. Determine the distance of score (R), with formula: R = H – L
in which, H = high score L = low score
10
Ibid
11
b. Determine number of classes (K), with formula: K = 1 + 3,3 log N in which, N = number of subjects
c. Determine the interval of class (I), with formula: I =
in which, R = the distance of the score K = number of classes
2. Mean
Mean is the total of all data which is divided with the number of data. Because this research used grouped data so the formula is:
X = ∑ ∑
in which, X = Mean
fixi = the result of multiplication of data frequency with the scores get
fi = the frequency of data
3. Median
In statistic and probability theory, the median is the numerical value separating the higher half of a data sample, a population, or a probability distribution, from the lower half. The median of a finite list of numbers can be found by arranging all the observations from lowest value to highest value and picking the middle one.12
Median can be got from the formula: Me = Lm + i
in which,
Me = Median
12
32
Lm = Lower class boundary i = the size of the median class n = total number of the data
Fm = the cumulative frequency of the class before median class fm = frequency of the median class
4. Mode
The mode is defined as the element that appears most frequently in a given set of elements. Mode can be defined based on formula:
Mo = L + i
in which,
Mo = Mode
L = the lower class limit of the modal class i = class interval
= different between the frequency of the mode class and frequency before mode class
= different between the frequency of the mode class and frequency after mode class
5. Deviation Standard
Deviation standard is a quantity calculated to indicate the extent of deviation for a group as a whole. Before determining the standard deviation, at first variance should be determined.
= variance
=frequency with which data value, x, occurs
̅ = the mean
= each data value in turn
Therefore, deviation standard ( ) is √
6. Normality
Normality Test is used to know whether the data from both sample groups which is examined comes from the population of normal distribution or not. It is done towards two classes; those are experimental class 1 and experimental class 2. The normality test is done with Liliefors test with requirement as follows: If score of Lvalue≤ Ltable , so the data is come from the
normal population, but if it is not fulfilled this requirement, so the data is not come from population. Score of Lvalue is got from Liliefors formula as follows:
̅ in which,
= normality
= data from every sample = deviation standard ̅ = mean
7. Homogeneity
34
Homogeneity Test is used to know the similarity of the two conditions or population.13 The steps of determining homogeneity are:
a. Dividing the larger variance by the smaller one. If the variances are similar to each other, the F-value will be close to 1. The more the variances differ, the larger the F-value will be.
=
b. Comparing the obtained F-value to the appropriate one in the table. If the obtained F-value is equal to or larger from the table value, then the data is lack homogeneity of variance.
8. Hypothesis Testing
For the Hypothesis Test, the writer will use T-Test formula to find out whether there is the differences between three variables in this study. These are the following formula:
√( (
̅̅̅ ̅̅̅ √
in which,
= mean score of experimental class 1 = mean score of experimental class 2
= standard deviation of experimental class 1 = standard deviation of experimental class 2 = number of students of experimental class 1 = number of students of experimental class 2
13
T-table is got with = 0.05. Testing hypothesis uses criteria with degree of freedom with significance degree 0.005. The conclusion is gained as follows:
If t-value < t-table, the Ho is accepted If t-value > t-table, the Ho is rejected
G.
Statistical Hypotheses
Ho : =
:
: There is no difference between students’ reading comprehension achievement using Jigsaw technique and STAD technique.
: There is a difference between students’ reading comprehension achievement using Jigsaw technique and STAD technique.
in which,
= Null Hypothesis = Alternative Hypothesis
36
CHAPTER IV
RESEARCH FINDINGS
This chapter IV contains the description of the data, the analysis of the data, and the discussion of the findings.
A.
Description of the Data
This chapter describes general description of data gained by researcher during the research. The data were collected from the result of pre-test and post-test from both experimental class 1 and experimental class 2. The data were depicted into two tables. The table 4.1 showed the students’ score and achievement in experiment class 1 and the table 4.2 showed the students’ score and achievement in experiment class 2.
During this research, the researcher extended the material to students about recount text with reading as a focused skill. The researcher gave treatment to both experimental classes: Jigsaw technique was implemented in the experimental class 1, while STAD was implemented in the experimental class 2. After that, the researcher measured students’ reading comprehension achievement by using a test in multiple choice forms.
1. The Data of Experimental Class 1
Table 4.1
Pre-test and Post-test score of Experimental Class 1
(Students)
X Pretest Posttest
1 45 55
2 30 60
3 45 65
4 35 75
5 40 55
6 60 75
7 40 40
8 35 60
9 30 50
10 40 80
11 70 60
12 45 70
13 45 40
14 45 45
15 45 35
16 50 65
17 50 75
18 35 50
19 30 60
20 55 75
21 45 70
22 65 60
23 40 70
38
25 50 80
26 50 70
27 15 70
28 40 70
29 45 65
30
